Práticas de letramentos : a diversidade cultural no ensino fundamental em Barra do Garças/MT

Abstract

The school space is made up of different cultures, which makes literacy practices that consider intercultural elements essential. This research, whose theme was cultural diversity in the classroom in relation to different languages, had the general objective of analyzing how Portuguese language teachers in elementary school at a municipal school in Barra do Garças, MT, deal with cultural diversity in the classroom. class in relation to different languages. This is a qualitative and interpretative study, instrumented by documentary analysis of the Portuguese Language curricular proposal of this school, analysis by the BNCC and, the application of a questionnaire, which turned into an informal interview with Portuguese language teachers from the 5th year of Elementary School. A discussion was held on the Bakhtinian conception of language, highlighting studies on issues of cultural diversity and interculturality, from the perspectives of Chauí (2008), García Canclini (1997), Saviani (1997, 2000,2003) and Walsh (2005 ), as well as the relationship between these concepts and literacy practices in Portuguese language classes in elementary school, based on discussions by Monte Mor (2007), Freitas (2019), Rojo (2012) among others. It was concluded that the teachers investigated seek recognition of the different languages present in the classroom, promoting understanding and recognition of linguistic differences in society; seek continuing education and extension courses in the area; they try to reduce disagreements in the classroom that arise due to the heterogeneity of the class, thus exploring the relationships between different forms of language present in the community.